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Two dozen Christian higher education professionals thoroughly explore the question of the faith's place on the university campus, whether in administrative matters, the broader academic world, or in student life.
Beginning with an autobiographical journey through his disappointing experiences with faith and learning, both in his student and professorial career in Christian colleges, David Claerbaut addresses the issues of faith and learning in higher education.
Our world is growing increasingly complex and confused—a unique and urgent context that calls for a grounded and fresh approach to Christian higher education. Christian higher education involves a distinctive way of thinking about teaching, learning, scholarship, curriculum, student life, administration, and governance that is rooted in the historic Christian faith. In this volume, twenty-nine experts from a variety of fields, including theology, the humanities, science, mathematics, social science, philosophy, the arts, and professional programs, explore how the foundational beliefs of Christianity influence higher education and its disciplines. Aimed at equipping the next generation to better engage the shifting cultural context, this book calls students, professors, trustees, administrators, and church leaders to a renewed commitment to the distinctive work of Christian higher education—for the good of the society, the good of the church, and the glory of God.
In Teaching and Christian Practices several university professors describe and reflect on their efforts to allow historic Christian practices to reshape and redirect their pedagogical strategies. Whether allowing spiritually formative reading to enhance a literature course, employing table fellowship and shared meals to reinforce concepts in a pre-nursing nutrition course, or using Christian hermeneutical practices to interpret data in an economics course, these teacher-authors envision ways of teaching and learning that are rooted in the rich tradition of Christian practices, as together they reconceive classrooms and laboratories as vital arenas for faith and spiritual growth.
This book explores the possible role and impact of teachers' and students' faith in the English language classroom.
Cultural differences increasingly impact our everyday lives. Virtually none of us today interact exclusively with people who look, talk, and behave like we do. David Smith here offers an excellent guide to living and learning in our culturally interconnected world. / Learning from the Stranger clearly explains what "culture" is, discusses how cultural difference affects our perceptions and behavior, and explores how Jesus' call to love our neighbor involves learning from cultural strangers. Built around three chapter-length readings of extended biblical passages (from Genesis, Luke, and Acts), the book skillfully weaves together theological and practical concerns, and Smith’s engaging, readable text is peppered with stories from his own extensive firsthand experience. / Many thoughtful readers will resonate with this insightful book as it encourages the virtues of humility and hospitality in our personal interactions — and shows how learning from strangers, not just imparting our own ideas to them, is an integral part of Christian discipleship.
Written by a veteran Christian educator, this readable book describes the relationship between the Christian faith and the world of learning by looking at the five modern worldviews competing with Christian theism.
Examines how learning and teaching morality in Tanzania's faith-oriented schools is inextricably interwoven with the complex power relations of an interconnected world.
This book represents the collected thinking of a few people who have had strong personal connections to Dr. Song Nai Rhee. Because the integration of faith and learning is a core value held by Dr. Rhee, the various authors have written essays on this topic in honor of his life and work. Such a book is typically referred to as a Festschrift, a celebratory writing given for a special person. Dr. Rhee's robust career at Northwest Christian College/University is celebrated by the essays brought together in this book. All the authors have known Dr. Rhee as students or as academic colleagues or both. What they write about ranges from topics found in biblical literature to expressly theological ideas to matters that are eminently practical. Yet each essay is held in place by its relevancy to the ongoing conversations about how faith and learning are integrated in the context of the Christian liberal arts university. More important, each author has a deep and abiding respect for Dr. Song Nai Rhee. His teaching and mentoring at Northwest Christian College/University have left an indelible mark on each of their lives.
Online learning is a key feature of the contemporary educational landscape and has entered mainstream policy, provision and practice. But if online education is to reach mature development and evaluation, it must be open to critical appraisal. This book considers the implementation of online learning within adult theological education. This can be an area of challenge or contention, especially when established academic practices and cherished values are seen as threatened when handed over to online delivery. This opens questions about theology, pedagogy and online education. Does online teaching and learning bring or demand a new or transformed (disruptive) pedagogy or does it result in maintenance or replication (sustaining) of traditional values and existing practices? What might the opportunities and benefits be? Who stands to gain? Who stands to lose? And what evidence is there to evaluate the quality of ‘doing theology’ online? This book examines a long-standing programme of continuing professional development delivered fully online to adult practitioners working across Christian education and ministry settings. It builds upon the author’s international experience as an online educator for over a decade. Key themes relate adult learning to theological pedagogy, authority, and online community. The concept of interruptive pedagogy is presented as an interpretative model to critically appraise an approach to online education that draws on the best theological tradition yet also looks to the future.